1. The Global Community for Academic Advising
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Program Evaluation: The Administrator’s Role Sallie Paschal, PhD Georgia Perimeter College February, 2012

2. The Global Community for Academic Advising

3. The Global Community for Academic Advising
The purpose for the
Academic Advising Program must be:
Established
Communicated
Validated
as an essential function for student success.

4. Elements of program evaluation for administrators
The Global Community for Academic Advising
Elements of program evaluation for administrators

5. The Global Community for Academic Advising
Vision
Mission
Goals
Objectives
Outcomes
Without these, there is no baseline for assessment or evaluation

6. Developing a Vision Statement
Should reflect the aspirations of what academic advising can be on a campus. It represents a desired or ideal future.
Campbell, 2008, p. 235.

7. Developing a Mission Statement
It should line up with the Mission Statement of the Institution
It is the critical driving force to the overall assessment plan.
It defines academic advising on a specific campus
It should be displayed throughout the office

8. Refer to NACADA and CAS resources for many examples
Ex: Academic Advising is an active, ongoing partnership between the advisors and students, grounded in …

9. Developing Goals and Objectives
Must support the Mission Statement
Will guide the Learning Outcomes

10. Learning Outcomes
Learning outcomes are what we expect students to know, do, value, and appreciate as a result of their academic advising experience.

11. What should students LEARN
through advising?
How and when should they learn these things?
Why are these learning goals important to students and to your institution?
How can advisors and administrators (& students themselves) evaluate whether students have learned these things?
How can advisors and administrators create the best context for these learning goals?

12. Needs Assessment
Tools for constructive and positive change that is rational, logical and functional transformation – not change driven by controversy, quick fixes and situational crises

13. Needs Assessments can be Proactive or Reactive
A reactive needs assessment may be conducted to determine why retention rates are poor
A proactive needs assessment can be conducted before any negative situations or problems develop to identify future programming concentrations

14. After needs are determined, data must be gathered
Existing Data approach
Student-Attitude Survey Approach
Key Informant Approach
Student Forum
Focus Group Interviews

15. Questions about advising on NSSE and CCSE surveys

16. University of Minnesota, Morris
How often have you met with your adviser? (Choose one)
__During orientation only
__During orientation and before registration for spring
__Additional times
__Never
3. My adviser is on time for appointments.
4. My adviser keeps regular office hours.
5. My adviser takes time to become acquainted with me.

17. 6. My adviser discusses my academic goals and ways to meet them. 7
6. My adviser discusses my academic goals and ways to meet them. 7. My adviser provides me with information about academic requirements and choices. 8. My adviser seems interested in helping me succeed academically. 9. My adviser refers me to other staff or offices when necessary My adviser explains what is expected of me as an advisee My adviser explains what I can expect from my adviser.

18. University Advising Center, University of Kansas
The front desk staff effectively assisted me and was informed about services and policies.
I was prepared for my advising session.
I understand that advising is a shared responsibility between me and my advisor.
The time I spent with my advisor was sufficient to discuss the questions I had.
My advisor was able to answer my questions or referred me to someone who could.
My advisor communicated effectively and understood my needs.
At the end of my appointment, I understood what I needed to do or what decisions I needed to make.

19. After needs have been assessed, an advising program has been developed and implemented, the program must be evaluated.

20. Program evaluation should measure the effect of specific changes on an academic advising operation

21. Administrators should make it (Program Evaluation) an established and recurrent process such that long-term changes to academic advising are identified and measured

22. The purpose of Program Evaluation is to ensure the continuous improvement of the unit as it relates to the institution’s goals, mission and strategic indicators.

23. The following questions should be addressed:
How efficient is the unit?
Are students receiving the assistance they need?
How high is their satisfaction?
How is effective practice measured?
Are advisors trained at the level of experience needed?
What plan is in place for continuous professional development?

24. In summary, through Program Evaluation, Academic Advising Administrators can demonstrate to the institution the ways that particular advising interventions have positively affected, for example, * student GPAs * length of time to graduation * persistence of students.

25. Thank you!